はじめまして。 問2.3がわからなくてとても困っています。 もしよろしければ教えていただきたいです。 よろしくお願いします。

<問題> 1) 安息香酸、クロロフェノール、アントラニル酸メチルのpK』 をPubChem で調査せよ。 2) 二つの化学種が平衡状態にあるとき、 Gibbs 自由エネルギー差はAG =-RT In K で表 される。 ここでKは平衡定数 (ある化学種に占めるもう一方に化学種の割合) である。 メチルシクロヘキサンのメチル基がアキシアルを占める立体配座とエクアトリアルを 占める立体配座の標準状態における存在比を求めよ。 計算実験で得られた立体配座異 性体のエネルギーの差を Gibbs 自由エネルギー差の近似値として用いてよい。 なお、In (エルエヌ) は自然対数を指しInx = yならばey=x (左辺はexp (y) と書くこともある) である。 気体定数は R ≒ 8.31 JK-1 mol-1 を用いよ (Bruice 有機化学、 5.7 参照)。 3) メタン、エチレン、アセチレンの分子軌道を量子化学計算の一種であるハートリー・ フォック法により計算せよ。 Engine: Gamess, Calculation: Molecular Orbitals, Theory: RHF, Basis Set: Minimal:STO-3G を指定せよ。 各化合物はそれぞれいくつの 分子軌道をもつか。 上記のうち、 多重結合を有する化合物について、 全ての軌道を 図示し占有数(Occupancy) を示せ。 また、 それぞれの化合物の結合角(∠HCH やく HCC) はおよそ何度か。 これまでに学習した軌道の混成状態についての知識と比較せ よ。

青のtoってどういう用法ですか？

- 例題 14 However, I feel that the teacher's role is more fundamen- tal than the critic's. It comes down ultimately, I think, to the fact that his first obligation is to the truth of the subject he is teaching, and that for the reading of literature ever to become a habit and a pleasure, it must first be a discipline.

現在完了の文章で副詞は（本来場所はどこでもいいですが）haveと現在完了形の動詞との間にあるイメージなのですが、問題のようにhaveの前に来ることも多いのですか？ また、なぜS have received 〜 and gainedではなくS have received 〜 ... 続きを読む

34. Japanese cuisine has received a lot of attention in the last 10 years, and ------ has gained popularity all over the world. (A) consequent (B) consequently (C) consequence (D) consequences 75165 es

allow certain animals throughというのは構造的にどうなっていますか？

wildlife tourism, which is valuable to Botswana's economy. The negative ecological effects of fences can be limited by making changes to them to allow certain animals through./Nevertheless, the study's authors believe a more fundamental change is necessary. Eliminating all fences, they say, is not a realistic option; instead, eve on the big picture./ with an

直接書いてくれたら嬉しいです！ 解き方と解き方のポイントを教えてください‼️

|3章 章末 カー SERRURE FOR G 2 2007] AGRAR?>>@@+ EXTE 2 M joup soup on rojddy SENGER (GOGATEX] 4.次の方程式を解きなさい (1)(x-2)(x+8) x=2-8 (4)x2-12x+36=0 (x-6) 2=0 評価 (8)(x-4)2=2 x-4=1√2 x=4752 (9)x²+x-1=0 x = -1+4 x- 2 2 # (5)x2=7x x²-7x=0 x(x-7)=0 x=0.7 ●間違えた問題を必ず5問解き直しをする。 間違えた問題が5問未満の 生徒は、 間違えた問題とP.95の大問2.3.4.5とP.96の活用の問題の中か ら残りの問題数を解く。 ●問題番号 (計算問題の場合は、問題の式を書く)、途中式 答えだ けでなく、 「なぜ間違えたのか」、 「解き方のポイント」 を必ず記入 する。 ●レポートなので、大事なポイントを枠で囲んだり、 色を使ってわか りやすく書きましょう。 ●提出〆切 10月7日 (月)

いの答えと考え方を教えてください。

5 10 15 20 25 30 The Olympics were held in Tokyo in 1964. A few years ago before the Olympics, Japan had a big problem. It was a problem of communication. Many foreign people didn't visit Japan, and we had only, Japanese signs. For example, words like "i" or "" were on toilet doors. These signs were not understood by many foreign people. Japanese people at that time needed to make signs in many different languages for foreign people. But when they put many words on one sign, the "letters became too small. They could not easily read the sign. They had to think of ) signs for foreign people. Mr. Masaru Katsumi, a leader of a design team for the Olympics, had a great idea. everyone /to/ was easy / thought / understand he forit pictures. He wanted to make picture signs. These signs are called *pictograms and are used in many places now. Picture 1 Picture 2 Picture 3 Look at these pictures. Picture 1 shows a shower. Picture 2, shows a toilet. Picture 3 shows a restaurant. Foreign people can easily understand what each picture shows. They had to make pictograms which everyone could understand without any trouble. When they started to make them, one of the pictograms was a shower. Many Japanese people didn't know about showers at that time and didn't have one at home. One of the designers didn't even know the word "shower." One officer had to explain how to use it with a photo of a shower. The designer made the pictograms through the officer's words. With a lot of trouble and hard work, twelve designers needed three months and made pictograms for the Olympics. When the last pictogram was finished, Mr. Katsumi said to all the designers, "You did a great job, but this work is not for us. We did it for all Japanese people. Please write your names on this paper." The paper said that they'd like to give up the *copyright to the pictograms. They wrote their names on the paper. They gave up the copyright. One of the designers said, "Mr. Katsumi hopes that many people in many places will use the pictograms in the future. Money from the copyright is not important to Mr. Katsumi. He is proud that he is one of the members who worked for the Tokyo Olympics." In 2020, we are going to have the Olympics in Tokyo. Our life will change a lot. What kinds of new signs or pictograms will we see around us? (E) letter pictogram ピクトグラム(絵文字) designer www. デザイナー officer 役人 copyright 著作権

謝ってる箇所を教えて欲しいです🙇‍♀️🥲🥲

3 以下の英文の下線部には誤っている箇所がそれぞれ一つずつあります。 その番号を指摘し なさい。 086 Tom is a far better fielder as any other player in the team. ( 桃山学院大 ) Countries 087 Only a few 088 country, such as the Netherlands, already have computers in nearly every school. I enjoyed the football game very much. It was quite excited. (専修大) (駿河台大) 089 There is seemingly so little love shared in this world. It is that we ask, "Where have all the lovers gone?" not surprised (産能大) 090 Yesterday you told me what to do. I'm quite one thing and Ben told me another. I don't know confusing. (文教大)

この2つの問いを教えてください

B② 「私も、私の母も、はっと胸をつかれた」 理由を考えなさい。 (PF LI) 110 B③ 「すいか畑の銀の首輪の小英雄の面影は、 元は鮮明このうえなかったの が、今では急にぼんやりしてしまった。」という一文を、「美しい故郷」 という言葉を使って説明しなさい。 (P L12) 110

赤線ひいたところ、なぜそこが90°って分かるんですか🙇‍♂️

64 第3章 図形と計量 *11 三角形は,与えられた辺の長さや角の大きさの条件によって, ただ一通りに決まる 場合や二通りに決まる場合がある。以下,△ABC において AB=4 とする。 (1) AC=6,cos<BAC= とする。 このとき, BC=ア であり, △ABCはただ 一通りに決まる。 (2) sin/BAC= 1/12 とする。このとき, BC の長さのとり得る値の範囲は,点Bと直 3 嵐 イ 線 ACとの距離を考えることにより, BC≧ ウ である。 BC= イ ウ またはBC=エ のとき,△ABC はただ一通りに決まる。 また,∠ABC=90°のとき, BC=√オ である。 したがって,△ABCの形状について,次のことが成り立つ。 イ ウ <BC<オ のとき,△ABC は •BC=√オ のとき, △ABCは •BC > オ かつ BC≠ I のとき,△ABCはク ク の解答群(同じものを繰り返し選んでもよい。) Gaia ⑩ただ一通りに決まり,それは鋭角三角形である ① ただ一通りに決まり,それは直角三角形である ②ただ一通りに決まり, それは鈍角三角形である 建 ③二通りに決まり,それらはともに鋭角三角形である ④二通りに決まり、 それらは鋭角三角形と直角三角形である ⑤二通りに決まり,それらは鋭角三角形と鈍角三角形である ⑥二通りに決まり,それらはともに直角三角形である ⑦二通りに決まり,それらは直角三角形と鈍角三角形である ⑧ 二通りに決まり,それらはともに鈍角三角形である -BAD [22 共通テスト

赤線を引いているところがよくわからないのですが、まず、 1、母と議論するのは難しかったとありますが、何についての議論か 2、最後の分の「彼女は首に巻いた〜合図であった」は何を意味しているのでしょうか できれば要約をお願いしたいです🙇

14 第6問 次の文章を読み、下の問いに答えよ。 標準解答時間 9分 depressed. It was not the exam that made her feel that Christine came out of her last examination, feeling way, but the fact that it was the last one; it meant the end of the school year. She dropped in at the coffee 5 as usual, then went home early because there didn't 10 seem to be anything else to do. shop "Is that you, dear?" her mother called from the living room. She must have heard the front door close. Christine went in and sat on the sofa. "How was your exam, dear?" her mother asked. "Fine," said Christine flatly. It had been fine; she had passed. She was not a brilliant student, she knew, but she was hard-working. Her professors always wrote things like "A serious attempt" and "Well thought out but 15 perhaps lacking in energy" on her term papers; they gave her Bs, the occasional B*. She was taking Political Science and Economics, and hoped to get a job with the government after she graduated; with her father's connections she had a good chance. 20 "That's nice." Christine felt, bitterly, that her mother had only a vague idea of what an exam was. She was arranging roses in a vase; she had rubber gloves on to protect her hands as she always did when engaged in what she 25 called 'housework.' As far as Christine could tell, her housework consisted of arranging flowers in vases. Sometimes she cooked elegantly, but she thought of it as a hobby. It was hard, anyway, to argue with her mother. She was so easily upset that it was better to avoid 30 arguing with her.